The School for Children with Hidden Intelligence (SCHI) is a state approved, non-sectarian, private school that specifically educates severely disabled, poverty-stricken children & young adults with disabilities as varied as autism, Down syndrome, ADHD, muscular dystrophy, spina bifida, and cerebral palsy, among others.
Dr. James Delaney Ed.D.
345 Oak Street
Lakewood, NJ 08701 USA
Disability, special needs
Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)
Youth Development Programs (O50)
IRS Filing Requirement
This organization is required to file an IRS Form 990 or 990-EZ.
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What are the organization's current programs, how do they measure success, and who do the programs serve?
SOURCE: Self-reported by organization
Vocational Training Program
Since it’s founding in 1995, the School for Children with Hidden Intelligence (SCHI) has grown to become a world-renowned, cutting-edge therapeutic and educational center meeting the unique needs ofhundreds of developmentally delayed, medically fragile, and/orsocially-emotionally challenged children ranging from age 3 to 21. As astate-approved private school, specifically educating multiply handicapped & underprivileged children from throughout the Tri-state region & beyond, SCHI’s aim is to try and alleviate the suffering of the most vulnerable members of the community. SCHI provides educational and therapeutic services by certified professional staff to children with disabilities as varied as autism, Down syndrome, ADHD, muscular dystrophy, and cerebral palsy, among others. SCHI places great emphasis on maintaining a high teacher to pupil ratio (minimum of 1:2) along with individualized educational programs, designed to fit each child’s specific needs. SCHI’s unique curriculum gives special children the opportunity to benefit from a wide range of subjects including vocational training, art, music, computers, as well as math, language arts and science courses. Regular classroom faculty is augmented and complemented by specialists in various occupations: physical, occupational and speech therapy, behavior modification and social work. Included in SCHI’s additionalservices are: early intervention, adult programs, and group homeservices. Our main goal is to provide every student with a chance toexcel.
Physically Disabled nec
Disabled, General or Disability Unspecified
Youth/Adolescents only (14 - 19 years)
Where we workNew!
Five powerful questions that require reflection about what really matters - results.
SOURCE: Self-reported by organization
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What are the organization's capabilities for doing this?
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What have and haven't they accomplished so far?
To be the primary destination of education, care, and therapies for the severely-disabled student. To continue to enhance our already high level of excellence, service, and dedication towards our world-renowned, cutting-edge therapeutic & educational center to better meet the unique needs of our hundreds of developmentally delayed, poverty-stricken, medically fragile students ranging in age from birth to 21+. To ensure our students gain the complex skills needed across their lifespan, from early childhood through adulthood, to allow them to fully participate and compete in the 21st Century.
By continuing to enhance our already existing, award-winning program. Some of our Program Distinctions are as follows: We have hundreds of severely disabled students benefitting from our awesome programs. Additionally, Our ability to think and perform "outside the box" in an effort to help our special needs students. Several of our unique, life-enhancing programs that are being replicated by special needs schools throughout the country are: 1. Our "cutting-edge" Integrated program: classes consists of children/young adults with special needs, partnered together with their mainstream peers, working hand in hand to form a warm & loving learning experience for all. 2. Early Intervention Program: This program provides complete physical, occupational, speech therapy, and literacy teaching skills to children, age's newborn to three. As a result of this early start, these special children may not need new, additional services later on in their lives. 3. Our Workforce Development/Vocational Training Program (Enhancement Phase): as discussed here is to significantly enhance our transition program for the children at The School for Children with Hidden Intelligence (SCHI). Our goal is to enhance the training to our special need adolescents to provide them with the necessary skills to be productive citizens within their communities. With that focus, we have developed a unique, collaborative model involving teachers, therapists, parents, family members, and community business whereby students will obtain the indispensable work-related skills and emotional support necessary for them to experience lasting vocational and personal success in their adult lives. Please note that Executives & our wonderful students from The School for Children with Hidden Intelligence's (SCHI) Vocational Training & Financial Literacy Program were invited to ring the closing bell at the New York Stock Exchange (NYSE) on December 29th in New York City to highlight SCHI's worldwide impact to the special needs community.
Since it's founding in 1995, SCHI, a state-certified organization, has shown through results that we are second to none on educating our multiply handicapped & underprivileged children & adults from throughout the Tristate region & beyond. SCHI provides educational and therapeutic services by certified professional staff to children with disabilities as varied as autism, Down syndrome, ADHD, muscular dystrophy, spina bifida, and cerebral palsy, among others. SCHI places great emphasis on maintaining a high teacher to pupil ratio (minimum of 1:2) along with individualized educational programs, designed to fit each student's specific needs. SCHI's unique curriculum gives special children & adults the opportunity to benefit from a wide range of subjects including vocational training, financial literacy & career development, art, music, computers, as well as math, language arts & science courses. Regular classroom faculty is augmented by specialists in various occupations: physical, occupational and speech therapy, behavior modification and social work. Included in SCHI's additional services are: early intervention, adult programs, and group home services. Our main goal is to provide every student with a chance to excel.
Evaluations of the program's effectiveness are to take place quarterly through our professionally trained supervisory staff of social workers, teachers, and therapists. Periodic screening and progress reports will determine the gains made with each student. SCHI will also conduct a pre and post survey of participants and teachers to determine the success of all of our special education programs.
Our outcomes prove that our students are obtaining the indispensable skills and emotional support necessary for them to experience lasting educational and personal success in their adult lives. However, with continued growth and determination, we hope to serve even more developmentally delayed, poverty-stricken, and medically fragile students.
SERVICES FOR CHILDREN WITH HIDDEN INTELLIGENCE INC
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The people, governance practices, and partners that make the organization tick.
This organization has no recorded board members.
Ms. Miriam Rose
Term: Jan 2001 - Jan 2021
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.SOURCE: Self-reported by organization
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?
Has the board conducted a formal, written assessment of the chief executive within the past year?
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Has the board conducted a formal, written self-assessment of its performance within the past three years?